1. Carla K. Meyer, Ph.D. Nora A. Vines, M.A. Appalachian State University RE: 4030

2. What did you learn about classroom discussions from the Kucan article?

3. Opening Blue Double Entry Journal Vocabulary Example Internet Workshop Discussion Kucan Article Powerpoint Writing Questions Writing Notebook Collection To do

4. In your small group discussion your Double Entry Journal entries for this section. Think about the following: How does the author’s craft enhance the story? What do you like about the author’s style. Would you do anything differently? Why or why not? **Be sure to reference the story to support your answers.

5. knack (p. 30) a natural talent If someone has a knack for sewing, they are really good at it. refrain (p. 32) to hold oneself back from doing something. The teddy bear is expensive, so I will refrain from buying it. predicament (p. 59) a hard or scary situation that is not easy to fix When Bobby lied about losing his book, he created a huge predicament for himself. ignorant (p. 73) without knowledge or education I am ignorant about your family’s traditions; can you teach me? startled (p. 79) to surprise or alarm The cat startled me when she jumped on my lap.

6. Please independently complete the workshop. We will discuss when you are completed.

7. (DeVere Wolsey & Lapp, p. 371, 2009).

8. Students become better to convey ideas when given the opportunity to engage in a discussion. Oral language provides scaffolds the development of additional language and literacy skills. Conservation provide a content that fosters conceptual understanding of an idea.

9. Viewing classroom discussion as a dialogue in which everyone has a chance to to say something. Leads to a pattern—Initiate—Respond—Evaluate. Creates an environment of recall disguised as discussion. Teacher has correct answers in mind and asks questions that direct students to the answers. Designed to quiz students not initiate and engage students in conversation.

10. Use inquiry as a framework—it takes time but it helps students construct a joint understanding of a topic. No right and wrong answers. Students become intellectual explorers. Points to ponder: 1. What background knowledge do students have about the topic? How should instruction be designed to be supportive? 2. To what knowledge might students need to be exposed to before they can engage in meaningful discussion about topic? 3. What discussion skills might students need to develop to participate in an effective discussion? 4. Will discussion help to promote learning and inquiry about the topic? Arte multiple constructions of knowledge possible?

11. Typical patterns: Passive participants: want no pressure to speak Active participants: talk over peers and/or speak so often that peers have limited opportunity to participate. Grading discussion does not enrich discussion. Help students establish positive discussion etiquette. How do we respectfully challenge opposing view points? How do we expand classmate’s ideas? How do we keep the discussion focused? How do we encourage classmates to participate?

12. A word about questions: Use open-ended/interpretive questions Increase wait time to allow students ideas time to develop ideas. The Socratic Seminar Prepare essential questions Design questions that define the discussion. Probe the students to further the discussion. Engage students with one another. Do not quell the disagree. Encourage civilized discussion.

13. Read Zumbrunn & Krause article Blue pp. 86-131 Double Entry Journal